Unique Challenges Saudi EFL Learners Face

Al-Seghayer, Khalid

doi:10.22158/selt.v7n4p490

Cited by 10 publications

(17 citation statements)

References 11 publications

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“…Saudi EFL learners use language-learning strategies with low to medium frequency, which indicates that they are aware of the strategies at their disposal, but do not apply the full range of appropriate language-learning strategies (Al-Seghayer 2019). They prefer to use cognitive strategies (which involve deep processing of, forming, and revising internal mental models, and receiving and producing, messages in the target language) and metacognitive strategies (which involve exercising control over one's language learning by planning, organizing, monitoring, and evaluating to help learners gain control over their emotions and motivations related to language learning through self-monitoring).…”

Section: Saudi Efl Language Learning Strategiesmentioning

confidence: 99%

Characteristics of Saudi EFL Learners’ Learning Styles

Al-Seghayer¹

2021

ELT

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One of the most important factors among those that play key roles in second language acquisition is language learning styles and strategies. This article identifies the unique and multifarious learning-style preferences that characterize Saudi English as a foreign language (EFL) learners’ learning, and explores how multidimensional causal factors and experiences shape their preferred modes of learning. The analysis first tackles Saudi EFL learning-style preferences, followed by a discussion of Saudi EFL language learning strategies. The discussion addresses the learning-style approaches and learning behaviors of Saudi EFL leaners and the impact they have on them and highlights the factors and consequences of each. It concludes by pinpointing the importance of identifying language learning styles and strategies Saudi EFL students use and offering measures that will help Saudi EFL teachers facilitate their students’ effective learning-style approaches.  

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Section: Saudi Efl Language Learning Strategiesmentioning

confidence: 99%

Characteristics of Saudi EFL Learners’ Learning Styles

Al-Seghayer¹

2021

ELT

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“…Spelling can be defined as the act of reproducing spoken language in a writing by consistently and frequently using a sequence of different letters to produce words in the most recognized mode of usage [11]. On the other hand, Al-Seghayer [7] described spelling as a set of abilities that includes the different forms of phonological, and morphological knowledge, as well as the capacity to build words from visual memory and apply orthographic principles. Furthermore, Al-Sobhi et al [8] defined spelling as the process of writing words in their proper and accepted forms.…”

Section: General Overviewmentioning

confidence: 99%

“…When adding "ing" to certain nouns, students, for example, fail to delete or remove the "e," resulting in "timeing" for "timing" or "reduceing" for "reducing". When students fail to drop letters in a certain context, such as "bite" where the past form "bit" is needed, this is known as a residue mistake [7,13].…”

Section: Causes Of Poor English Spellingmentioning

confidence: 99%

Language Awareness and English Spelling Difficulties of Saudi EFL Students

Hussain¹

2022

IJLL

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Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students' spelling mistakes, cutting across the educational system and university curriculum, students' learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.

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“…This results in slowing the reading process, thereby affecting the fluency of reading. The contrasts in the vowel systems between Arabic and English are thus claimed to be among the main challenges confronting Saudi EFL learners (Ababneh, 2018;Al-Seghayer, 2019;Hago & Khan, 2015).…”

Section: Different Linguistic Systemsmentioning

confidence: 99%

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

Omar

Alluqmani

2021

JLLS

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Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15-20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through insessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in EFL reading instruction.

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Unique Challenges Saudi EFL Learners Face

Cited by 10 publications

References 11 publications

Characteristics of Saudi EFL Learners’ Learning Styles

Characteristics of Saudi EFL Learners’ Learning Styles

Language Awareness and English Spelling Difficulties of Saudi EFL Students

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

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